The Impact of Classroom Psychosocial Climate on the Educational Promotion of the Primary Students in Kashan

This research studies the relationship between students’ and teachers’ appreciation and anticipation of the classroom atmosphere and the students’ educational promotion. To this end, 44 fifth grade classes were randomly selected from Kashan city out of each 4 boys and girls were drawn out (totally 176) together with their teachers (N=44). Data were collected using Social Mental Classroom Atmosphere Questionnaire and their GPA. They were analyzed through t-test and multivariate regression. The results of the study indicated that comparing with the students’ and teachers’ appreciation, their anticipation of the classroom was higher. Also, teachers’ anticipation and appreciation of the classroom climate was higher than those of students. Moreover, there is a relationship between students’ anticipation and appreciation of the classroom psychosocial climate and their educational promotion; however, no significant relationship was traced between teachers’ anticipation and appreciation of the classroom psychosocial climate and students’ educational promotion. Therefore, it was concluded that there existed a significant relationship between classroom psychosocial climate and the educational promotion and classroom psychosocial climate can be used to predict students’ educational promotion.